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PDF 4 PR1 4th (Research Methodology)

A qualitative research methodology document outlines three key parts of a research methodology: 1. Methods are the techniques used to gather and generate data, while the methodology explains the theoretical concepts that informed the study and the researcher's rationale. 2. The research design structures a study to ensure the data collected will answer the initial inquiry as fully as possible. 3. The methods section typically describes the participants, materials, design, and procedures used in the study to allow other researchers to replicate and assess the experiment. It provides details on sampling, data collection, and measurement in a way that maintains participant confidentiality.

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37 views27 pages

PDF 4 PR1 4th (Research Methodology)

A qualitative research methodology document outlines three key parts of a research methodology: 1. Methods are the techniques used to gather and generate data, while the methodology explains the theoretical concepts that informed the study and the researcher's rationale. 2. The research design structures a study to ensure the data collected will answer the initial inquiry as fully as possible. 3. The methods section typically describes the participants, materials, design, and procedures used in the study to allow other researchers to replicate and assess the experiment. It provides details on sampling, data collection, and measurement in a way that maintains participant confidentiality.

Uploaded by

Cherryl Marigocio
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PRACTICAL

RESEARCH 1
A Qualitative Research
RESEARCH
METHODOLOGY
Vocabulary list
❑A method is a technique which the researcher uses to gather and generate data
about the subject of study.
❑A methodology is the section of the research paper which explains why the
researcher chose to use particular methods. The methodology also includes
descriptions of any and all theoretical and/or ideological concepts informing and
influencing the course of the study, and the researcher’s rationale behind adhering
to these concepts.
❑A research design is a plan which structures a study to ensure that the data
collected and generated will contain the information needed to answer the initial
inquiry as fully and clearly as possible.
What is a research methodology

A is a description
of how exactly you conducted your research.
You should provide detailed information on the research
design, participants, equipment, materials, variables, and actions
taken by the participants. The method section should provide
enough information to allow other researchers to replicate your
experiment or study. (Cherry, 2017)
This part is critical because it allows other
researchers to see exactly how you conducted your
research. The research methodology should allow
other researchers to reproduce your experiment if
they want and to assess alternative methods that
might produce differing results. (Cherry, 2017)
The methods section typically consists of:
1. Participants
2. Materials or Apparatus
3. Design and Procedure
How to Write the Research Methodology

➢Describe what you did and how you did it. The
interested reader should be able to repeat the study from
the account provided. (“APA style: Method,” 2017)
➢Be concise, precise, and logical in your writing.
➢Use the past tense in writing the methods section.
Provide enough detail to enable the reader to make an
informed assessment of the methods used in obtaining the
results in relation to the research problem. “Insufficient
detail leaves the reader with questions; too much detail
burdens the reader with irrelevant information.” (“APA
Method Section,” 2017)
STEP ONE: Participants
The Participant section tells the reader a minimum of three pieces of
information:
1. who was in your study;
2. the population used;
3. any restrictions on the nature of your participant pool. (“APA Method
Section,” 2017)
You must give the following information in your Participants
section:
1. the total number of participants and the number assigned to
each experimental condition
2. the major demographic characteristics of the participants
(such as age, etc.)
3. You must report the way the participants were selected.
✓Were they randomly selected from the whole
population or only from volunteers?
✓Were they not randomly selected but only volunteers?
✓Were they offered money or course credit to volunteer?
4. You must indicate if your participants are not representative of the general
population and if the selection process was restricted in any way.
Did the study use only psych majors, only women, only deaf ?
Did the study eliminate any people with vision problems, color-blindness, hearing
problems, etc.?
You must indicate how the participants were assigned. Were they all assigned to the
same group or to different groups?
5. If they went to different groups, were they randomly assigned? (“APA Method
Section,” 2017)
STEP TWO: Materials or Apparatus
The Materials or Apparatus section tells the reader what equipment and
tools you used to run your experiment and to acquire data. Sometimes it
is not clear whether something is an apparatus or a material. It is
traditional to label the section “Apparatus” if you are mostly describing
mechanical devices; to label it “Materials” is you are describing mostly
paper and pencil type items, and to label it “Apparatus and Materials” is
you are describing both. (“APA Method Section,” 2017)
The rules for writing this subsection are as
follows:
1. Standard equipment (such as screens, timers, keyboards,
etc.) can be mentioned just by name and without detail.
2. Specialized equipment should give name, model number,
and supplier name and location.
3. Complex equipment is named and then the reader is
referred to the Appendix for illustrations and greater detail.
The rules for writing this subsection are as
follows:
4. Custom equipment is named and labeled as custom equipment. Then
the reader is referred to the Appendix for illustrations and greater detail.
5. In your descriptions of the apparatus and materials, do NOT tell in
detail how you will use them. (“APA Method Section,” 2017)

*** How apparatus and materials are used belongs in the Procedure
section.
STEP THREE: Design & Procedure
Describe the type of design used in the research. Specify the
variables as well as the levels of these variables. (Cherry, 2017; “APA
Method Section,” 2017) This subsection gives the reader a summary
of each step in the execution of the research. This summary must
be concise, precise, and logical. Do not burden the reader with too
much detail but give enough so the reader can follow what is being
done. (“APA Method Section,” 2017)
Examples of Research Methodology
Examples of Research Methodology
The majority of the literature on school violence has been compiled using
quantitative data gathered from student self-reports and statistics of violent incidences
occurring in and around schools. Qualitative studies have the potential to provide a
deeper understanding of the experiences, values and beliefs of both school
professionals and students. In order to develop effective preventive programs, it is
necessary to understand how the school violence construct is defined and how risk and
protective factors are perceived. However, only a few studies examined the issue of
school violence through qualitative methodology. This study is designed as a qualitative
case study with a typical sampling method.
Examples of Research Methodology

The setting for the study is a school, which is run by a non-profit


organization. The majority of the students are coming from middle-class
families, the majority of which are working at state organizations. A total of 27
teachers, 1 administrator, and 125 students from the grades 4, 5, 6, 7, and 8,
voluntarily participated in the study. Data were collected through open-ended
questions. Data were transferred into a digital environment and were analyzed
by content analysis with frequencies.
Examples of Research Methodology
Examples of Research Methodology

This study was focused on barriers to high school graduation. A qualitative


research method was used to discern the barriers to graduating high school on
time from the student’s perspective. An exploratory design was used to help
determine what students who did not graduate high school have in common,
and what about their experiences made attaining graduation harder. A
qualitative approach was used for this research as “certain experiences cannot
be meaningfully expressed by numbers” (Berg, 2009, p.3).
Sample
A semi-structured qualitative interview was used to conduct
research about why students did not graduate high school. The
sample for this study included seven adult participants who did not
graduate high school. Participants were chosen based on the criteria
of being over 18, not graduating high school or receiving a
traditional high school diploma.
Non-probability sampling was used to find the participants. Convenience
and snowball techniques were utilized to find participants that did not graduate
high school. Participants from this study were volunteers from the community
who responded to copies of a flyer (see Appendix A) that were posted on
community boards in General Education Development (GED) testing sites.
Participants were also garnered through word of mouth by teachers, school
social workers, and members of the community who know of persons over 18
who did not graduate on time.
Data Collection/Procedures
In January 2012, after receiving IRB approval, the researcher posted flyers
advertising the research study (see Appendix A) on community boards in GED testing
centers. The researcher also acquired participants through word of mouth. Those
interested in participating in the study were directed to contact the researcher at a
confidential, private phone number, in order to express interest and learn how they
could be involved. The researcher answered all questions participants had at the time
they called to express interest in the study. Individual interviews were scheduled with
participants once they were well informed of the process and all of their questions
were answered.
Each interview was audio recorded in a quiet, confidential space
that was convenient for the participant. Interview settings included
library study rooms, and community rooms within GED testing
centers that were available to check out. Before the interview began
and any data was collected, the participant was asked to review and
sign a consent form (see Appendix B).
After the interview, participants were supplied with a list of local resources
to access in case the content of the interview left them distressed (see
Appendix D). Participants were thanked for their participation in the study.
Participants were reminded that they could contact the researcher or the
supervisor of the research at a later time if they had any questions and/or
concerns about the research. Participants were asked if they wanted a summary
of the results that will be available in June 2012. If participants were interested
in receiving a summary, they were asked to provide a postal or email address
where they would like it sent.
Measurement
Semi structured interview questions guided each interview (see Appendix C). The first four
questions were used for demographic purposes. The semi structured interview consisted of nine
open ended questions intended to gain an understanding of participants’ thoughts about the
perceived barriers to their graduation. Many of the questions had follow-up questions to be used as
a prompt if the participant could not think of an answer. Most of the questions were designed to
address the four main themes of race, socioeconomic status, high-quality teaching/schools, and
family. The remaining questions were in place to allow the participants to speak about their ideas on
what impacts drop out or graduation rates. The researcher also asked participants to share any
information they thought impacted their decision to leave school. The last question was a self-
regulation question. It was asked last in an effort to have the participants leave the interview feeling
positive. The anticipated length of each interview will be approximately one hour.

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